Incorporating English Language Teaching through Science for K-2 Teachers

Autor/inn/en	Shanahan, Therese; Shea, Lauren M.
Titel	Incorporating English Language Teaching through Science for K-2 Teachers
Quelle	In: Journal of Science Teacher Education, 23 (2012) 4, S.407-428 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9276-1
Schlagwörter	Self Efficacy; Learning Strategies; Second Language Learning; Professional Development; English (Second Language); Elementary School Teachers; Student Needs; Inquiry; Science Education; Models + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Analogiemodell
Abstract	English learners are faced with the dual challenge of acquiring English while learning academic content through the medium of the new language (Lee et al. in "J Res Sci Teach" 45(6):726-747, 2008; Stoddart et al. in "J Res Sci Teach" 39(8):664-687, 2002) and therefore need specific accommodations to achieve in both English and the content areas. Teachers require higher quality and new forms of professional development to learn and meet the needs of their students. This study examines the impact of one professional development model that explicitly embedded language learning strategies into science inquiry lessons. It also demonstrates how teachers involved in the PD program improve their self-efficacy about language instruction embedded in content and how they interpret and implement the methodology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10